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Assel, Mike A.; Montroy, Janelle J.; Williams, Jeffrey M.; Foster, Matt; Landry, Susan H.; Zucker, Tricia; Crawford, April; Hyatt, Hannah; Bhavsar, Vibhuti – Journal of Psychoeducational Assessment, 2020
Given the importance of math in today's society, it is critical that children who are at risk for math difficulty are identified early. We developed and validated a prekindergarten math subtest (i.e., CIRCLE Progress Monitoring [CPM] Math Subtest). This teacher-completed measure evaluates domains considered important for later math development.…
Descriptors: Test Validity, Test Reliability, Mathematics Tests, Mathematics Skills
Montroy, Janelle J.; Zucker, Tricia A.; Assel, Michael M.; Landry, Susan H.; Anthony, Jason L.; Williams, Jeffrey M.; Hsu, Hsien-Yuan; Crawford, April; Johnson, Ursula Y.; Carlo, Maria S.; Taylor, Heather B. – Early Education and Development, 2020
There is a significant need for kindergarten entry assessments (KEA) that meet state education agency (SEA) requirements and are psychometrically sound measures of a broad range of school readiness domains such as language, literacy, math, science, executive function, and social-emotional skills. Research Findings: In this paper, we describe five…
Descriptors: Kindergarten, School Readiness, Student Evaluation, Test Construction
Shamir, Haya – Journal of Educational Multimedia and Hypermedia, 2018
Assessing students' emerging literacy skills is crucial for identifying areas where a child may be falling behind and can lead directly to an increased chance of reading success. The Waterford Assessment of Core Skills (WACS), a computerized adaptive test of early literacy for students in prekindergarten through 2nd grade, addresses this need.…
Descriptors: Computer Assisted Testing, Adaptive Testing, Reading Tests, Preschool Children
Polikoff, Morgan S. – Educational Assessment, 2016
As state tests of student achievement are used for an increasingly wide array of high- and low-stakes purposes, evaluating their instructional sensitivity is essential. This article uses data from the Bill and Melinda Gates Foundation's Measures of Effective Project to examine the instructional sensitivity of 4 states' mathematics and English…
Descriptors: High Stakes Tests, Achievement Tests, Mathematics Tests, English
Bill & Melinda Gates Foundation, 2012
Research has long been clear that teachers matter more to student learning than any other in-school factor. Improving the quality of teaching is critical to student success. Yet only recently have many states and districts begun to take seriously the importance of evaluating teacher performance and providing teachers with the feedback they need to…
Descriptors: Teacher Effectiveness, Teacher Evaluation, Feedback (Response), Measures (Individuals)
McCaffrey, Daniel F. – Carnegie Foundation for the Advancement of Teaching, 2013
Value-added evaluations use student test scores to assess teacher effectiveness. How student achievement is judged can depend on which test is used to measure it. Thus it is reasonable to ask whether a teacher's value-added score depends on which test is used to calculate it. Would it change if a different test was used? Specifically, might a…
Descriptors: Scores, Accountability, Achievement Gains, Teacher Effectiveness